1,079
Views
16
CrossRef citations to date
0
Altmetric
Research Article

Game-based collaborative vocabulary learning in blended and distance L2 learning

ORCID Icon

References

  • Akbarian, I. (2010). The relationship between vocabulary size and depth for ESP/EAP learners. System, 38(3), 391–401. https://doi.org/10.1016/j.system.2010.06.013
  • Baeten, M., Dochy, F., & Struyven, K. (2012). Using students’ motivational and learning profiles in investigating their perceptions and achievement in case-based and lecture-based learning environments. Educational Studies, 38(5), 491–506. https://doi.org/10.1080/03055698.2011.643113
  • Bahari, A. (2019). FonF practice model from theory to practice: CALL via focus on form approach and nonlinear dynamic motivation to develop listening and speaking proficiency. Computers & Education, 130(3), 40–58. https://doi.org/10.1016/j.compedu.2018.11.009
  • Bahari, A. (2020a). CANDA: Computer-assisted nonlinear dynamic approach for the L2 Teaching in blended and distance learning. Interactive Learning Environments, 28(6), 1–15. https://doi.org/10.1080/10494820.2020.1805774
  • Bahari, A. (2020b). Computer-mediated feedback for L2 learners: Challenges vs. affordances. Journal of Computer Assisted Learning. 36(5), 1-15. https://doi.org/10.1111/jcal.12481
  • Bahari, A. (2020c). Computer-assisted language proficiency assessment tools and strategies. Open Learning: The Journal of Open, Distance and e-Learning, 35(2), 34–59. https://doi.org/10.1080/02680513.2020.1726738
  • Bahari, A. (2020d). Use of nonlinear dynamic motivational strategies to manage L2 academic entitlement and psychological reactance management. Journal of Language and Education, 6(1), 34–55. https://doi.org/10.17323/jle.2020.10099
  • Bahari, A. (2020e). Mainstream theoretical trends and future directions of L2 motivation studies in classroom and CALL contexts. CALL-EJ, 21(1), 1–28. http://callej.org/journal/21-1.html
  • Bawa, P., Watson, S., & Watson, W. (2018). Motivation is a game: Massively multiplayer online games as agents of motivation in higher education. Computers & Education, 123 (4), 174–194. https://doi.org/10.1016/j.compedu.2018.05.004.
  • Berns, A., Isla-Montes, J.-L., Palomo-Duarte, M., & Dodero, J.-M. (2016). Motivation, students’ needs and learning outcomes: A hybrid game-based app for enhanced language learning. Springer Plus, 5(1), 1305. https://doi.org/10.1186/s40064-016-2971-1
  • Bolo, R. L., & Murcia, J. V. (2015). Online gamers’ preference for a massive multiplayer online role-playing game (MMORPG). SSRN Electronic Journal. https://doi.org/10.2139/ssrn.277896
  • Brudermann, C. A. (2015). Computer-mediated online language learning programmes vs. tailor-made teaching practices at university level: A foul relationship or a perfect match? Open Learning: The Journal of Open, Distance and e-Learning, 30(3), 267–281. https://doi.org/10.1080/02680513.2015.1100069
  • Cerna, M. (2018). Psychodidactic approach in the development of language competences in university students within blended learning. Open Learning: The Journal of Open, Distance and e-Learning, 33(2), 142–154. https://doi.org/10.1080/02680513.2018.1454834
  • Chang, S., & Lin, S. S. (2014). Team knowledge with motivation in a successful MMORPG game team: A case study. Computers & Education, 73 (4), 129–140. https://doi.org/10.1016/j.compedu.2013.09.024
  • Chen, N. S., & Hwang, G. J. (2014). Transforming the classrooms: Innovative digital game-based learning designs and applications. Educational Technology Research and Development, 62(2), 125–128. h t tps://d o i.o rg/1 0.1h007/s11423-014-9332-y
  • Chiu, Y.-H. (2013). Computer-assisted second language vocabulary instruction: A meta-analysis. British Journal of Educational Technology, 44(2), E52–E56. https://doi.org/10.1111/j.1467-8535.2012.01342.x
  • Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79–122. https://doi.org/10.3102/0034654315582065
  • Clayton, K., Blumberg, F., & Auld, D. P. (2010). The relationship between motivation, learning strategies and choice of environment whether traditional or including an online component. British Journal of Educational Technology, 41(3), 349–364. https://doi.org/10.1111/j.1467-8535.2009.00993.x
  • Clifford, R., & Granoien, N. (2008). Application of technology to language acquisition processes: What can work and why. In M. V. Holland & F. P. Fisher (Eds.), The path of speech technologies in computer assisted language learning: From research to practice (pp. 25–43). Routledge Language Learning.
  • Collentine, J., & Freed, B. F. (2004). Learning context and its effects on second language acquisition: Introduction. Studies in Second Language Acquisition, 26(2), 153–171. https://doi.org/10.1017/S0272263104262015
  • Connolly, T., & Stansfield, M. (2011). From e-learning to games-based e-learning. In Information Resources Management Association (Ed.), Gaming and simulations: Concepts, methodologies, tools and applications (pp. 1763–1773). IGI Global.
  • Dashtestani, R. (2015). Examining the use of web-based tests for testing academic vocabulary in EAP instruction. Teaching English with Technology, 15(1), 48–61.
  • de Bot, K. (2008). Introduction: Second language development as a dynamic process. The Modern Language Journal, 92(2), 166–178. https://doi.org/10.1111/j.1540-4781.2008.00712.x
  • de Freitas, S. (2018). Are games effective learning tools? A review of educational games. Educational Technology & Society, 21(2), 74–84.
  • Ellis, N. C. (2012). What can we count in language, and what counts in language acquisition, cognition, and use? In S. T. Gries & D. S. Divjak (Eds.), Frequency effects in language learning and processing (Vol. 1, pp. 7–34). Mouton de Gruyter.
  • Fan, M. (2000). How big is the gap and how to narrow it? An investigation into the active and passive vocabulary knowledge of L2 learners. RELC Journal, 31(2), 105–119. https://doi.org/10.1177/003368820003100205
  • Fenton-O’Creevy, M., & Carien van Mourik, C. (2016). ‘I understood the words but I didn’t know what they meant’: Japanese online MBA students’ experiences of British assessment practices. Open Learning: The Journal of Open, Distance and e-Learning, 31(2), 130–140. https://doi.org/10.1080/02680513.2016.1177503
  • Gee, J. P. (2005). Learning by design: Good video games as learning machines. E-Learning and Digital Media, 2(1), 5–16. https://doi.org/10.2304/elea.2005.2.1.5
  • Ghergulescu, I., & Muntean, C. H. (2012). Measurement and analysis of learner’s motivation in game-based e-learning. In D. Ifenthaler, D. Eseryel, & X. Ge (Eds.), Assessment for game-based learning (pp. 355–378). Springer New York. https://doi.org/10.1007/978-1-4614-3546-4–18
  • Gil-Jaurena, I., Domínguez-Figaredo, D., & Ballesteros-Velázquez, B. (2020). Learning outcomes based assessment in distance higher education. A case study. Open Learning: The Journal of Open, Distance and e-Learning, 35(3), 1–16. https://doi.org/10.1080/02680513.2020.1757419
  • Granic, I., Lobel, A., & Engels, R. C. M. E. (2014). The benefits of playing video games. American Psychologist, 69(1), 66–78. https://doi.org/10.1037/a0034857
  • Grigoryan, T. (2020). Investigating the effectiveness of iPad based language learning in the UAE context. Open Learning: The Journal of Open, Distance and e-Learning, 35(3), 1–23. https://doi.org/10.1080/02680513.2020.1718488
  • Homer, B. D., & Plass, J. L. (2014). Level of interactivity and executive functions as predictors of learning in computer-based chemistry simulations. Computers in Human Behavior, 36(3), 365–375. https://doi.org/10.1016/j.chb.2014.03.041
  • Hung, C. M., Huang, I., & Hwang, G. J. (2014). Effects of digital game-based learning on students’ self-efficacy, motivation, anxiety, and achievements in learning mathematics. Journal of Computers in Education, 1(2–3), 151–166. https://doi.org/10.1007/s40692-014-0008-8
  • Hwang, G. J., & Wang, S. Y. (2016). Single loop or double loop learning: English vocabulary learning performance and behavior of students in situated computer games with different guiding strategies. Computers & Education, 102(5), 188–201. https://doi.org/10.1016/j.compedu.2016.07.005.
  • Hwang, G. J., & Wu, P. H. (2012). Advancements and trends in digital game-based learning research: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 43(1), E6–E10. https://doi.org/10.1111/j.1467-8535.2011.01242.x
  • Hwang, W. Y., & Hu, S. S. (2013). Analysis of peer learning behaviors using multiple representations in virtual reality and their impacts on geometry problem solving. Computers & Education, 62(3), 308–319. https://doi.org/10.1016/j.compedu.2012.10.005
  • Isbister, K., & Schaffer, N. (2008). Game usability. Morgan Kaufmann.
  • Ivey, G. (1999). A multicase study in the middle school: Complexities among young adolescent readers. Reading Research Quarterly, 34(2), 172–192. https://doi.org/10.1598/RRQ.34.2.3
  • Ke, F. (2008). Alternative goal structures for computer game-based learning. International Journal of Computer-Supported Collaborative Learning, 3(4), 429–445. https://doi.org/10.1007/s11412-008-9048-2
  • Ke, F., & Grabowski, B. (2007). Game playing for maths learning: Cooperative or not? British Journal of Educational Technology, 38(2), 249–259. https://doi.org/10.1111/j.1467-8535.2006.00593.x
  • Kwon, S. Y., & Cifuentes, L. (2009). The comparative effect of individually-constructed vs. collaboratively-constructed computer-based concept maps. Computers & Education, 52(2), 365–375. https://doi.org/10.1016/j.compedu.2008.09.012
  • Lin, Y. T., Chang, C. H., Hou, H. T., & Wu, K. C. (2016). Exploring the effects of employing Google Docs in collaborative concept mapping on achievement, concept representation, and attitudes. Interactive Learning Environments, 24(7), 1552–1573. https://doi.org/10.1080/10494820.2015.1041398
  • Linderoth, J. (2012). Why gamers don’t learn more: An ecological approach to games as learning environments. Journal of Gaming & Virtual Worlds, 4(1), 45–62. https://doi.org/10.1386/jgvw.4.1.45_1
  • Lindsay, S., & Gaskell, M. G. (2010). A complementary systems account of word learning in L1 and L2. Language Learning, 60(2), 45–63. https://doi.org/10.1111/j.1467-9922.2010.00600.x
  • Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121–131. https://doi.org/10.1037/a0033546
  • Milton, J. (2009). Measuring second language vocabulary acquisition. Multilingual Matters.
  • Moreno, R. (2009). Constructing knowledge with an agent-based instructional programme: A comparison of cooperative and individual meaning making. Learning and Instruction, 19(5), 433–444. https://doi.org/10.1016/j.learninstruc.2009.02.018
  • Nassaji, H. (2016). Anniversary article: Interactional feedback in second language teaching and learning: A synthesis and analysis of current research. Language Teaching Research, 20(4), 535–562. https://doi.org/10.1177/1362168816644940
  • Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? The Canadian Modern Language, 63(1), 59–82. https://doi.org/10.3138/cmlr.63.1.59
  • Noroozi, O., Biemans, H. J. A., Weinberger, A., Mulder, M., & Chizari, M. (2013). Scripting for construction of a transactive memory system in multidisciplinary CSCL environments. Learning and Instruction, 25(3), 1–12. https://doi.org/10.1016/j.learninstruc.2012.10.002
  • Peña, J., & Chen, M. (2017). Playing with power: Power poses affect enjoyment, presence, controller responsiveness, and arousal when playing natural motion-controlled video games. Computers in Human Behavior, 71(4), 428–435. https://doi.org/10.1016/j.chb.2017.02.019
  • Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533
  • Prifti, R. (2020). Self–efficacy and student satisfaction in the context of blended learning courses. Open Learning: The Journal of Open, Distance and e-Learning, 35(3),1–15. https://doi.org/10.1080/02680513.2020.1755642
  • Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading comprehension: An assessment perspective. Language Learning, 52(3), 513–536. https://doi.org/10.1111/1467-9922.00193
  • Read, J. (2004). Plumbing the depths: How should the construct of vocabulary knowledge be defined. In P. Bogaards & B. Laufer (Eds.), Vocabulary in a Second Language (pp. pp. 209–227). John Benjamins Publishing Company.
  • Rebetez, C., Bétrancourt, M., Sangin, M., & Dillenbourg, P. (2010). Learning from animation enabled by collaboration. Instructional Science, 38(5), 471–485. https://doi.org/10.1007/s11251-009-9117-6
  • Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64(4), 913–951. https://doi.org/10.1111/lang.12077
  • Schoonen, R., & Verhallen, M. (2008). The assessment of deep word knowledge in young first and second language learners. Language Testing, 25(2), 211–236. https://doi.org/10.1177/0265532207086782
  • Semenova, T. (2020). The role of learners’ motivation in MOOC completion. Open Learning: The Journal of Open, Distance and e-Learning, 35(3), 1–15. https://doi.org/10.1080/02680513.2020.1766434
  • Shapiro, J., & Whitney, P. (1997). Factors involved in the leisure reading of upper elementary school students. Reading Psychology, 18(4), 343–370. https://doi.org/10.1080/0270271970180402
  • Sung, H.-Y., & Hwang, G.-J. (2013). A collaborative game-based learning approach to improving students‘ learning performance in science courses. Computers & Education, 63(6), 43–51. https://doi.org/10.1016/j.compedu.2012.11.019
  • Tibingana-Ahimbisibwe, B., Willis, S., Catherall, S., Butler, F., & Harrison, R. (2020). A systematic review of peer-assisted learning in fully online higher education distance learning programmes. Open Learning: The Journal of Open, Distance and E- Learning, 35(3),1–22. https://doi.org/10.1080/02680513.2020.1758651
  • Tsou, W., Wang, W., & Tzeng, Y. (2006). Applying a multimedia storytelling website in foreign language learning. Computers & Education, 47(1), 17–28. https://doi.org/10.1016/j.compedu.2004.08.013
  • Vorderer, P., Hartmann, T., & Klimmt, C. (2003). Explaining the enjoyment of playing video games: The role of competition. In Proceedings of the Second International Conference on Entertainment Computing (pp. 1–9). Carnegie Mellon University.
  • Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420–432. https://doi.org/10.1037/0022-0663.89.3.420
  • Williams, J. (2005). Form-focused instruction. In E. Hinkel (Ed.), Handbook on research in second language teaching and learning (pp. 673–691). Lawrence Erlbaum Associates.
  • Wilson, A., Hainey, T., & Connolly, T. M. (2013). Using scratch with primary school children: An evaluation of games constructed to gauge understanding of programming concepts. International Journal of Games-Based Learning, 3(1), 25–41. https://doi.org/10.4018/ijgbl.2013010107
  • Winke, P., Gass, S., & Sydorenko, T. (2013). Factors influencing the use of captions by foreign language learners: An eye-tracking study. The Modern Language Journal, 97(1), 254–275. https://doi.org/10.1111/j.1540-4781.2013.01432.x
  • Wong, L. H., & Hsu, C. K. (2016). Effects of learning styles on learners’ collaborative patterns in a mobile-assisted, Chinese character-forming game based on a flexible grouping approach. Technology, Pedagogy and Education, 25 (1), 61–77. https://doi.org/10.1080/1475939X.2014.963661.
  • Yang, Y. T. C. (2015). Virtual CEOs: A blended approach to digital gaming for enhancing higher order thinking and academic achievement among vocational high school students. Computers & Education, 81(6), 281–295. https://doi.org/10.1016/j.compedu.2014.10.004
  • Yee, N. (2006). The Daedalus Project: MMORPG Hours vs. TV Hours. http://www.nickyee.com/daedalus/archives/000891.php
  • Yip, F. W., & Kwan, A. C. (2006). Online vocabulary games as a tool for teaching and learning English vocabulary. Educational Media International, 43(3), 233–249. https://doi.org/10.1080/09523980600641445
  • Zhang, F., & Kaufman, D. (2015). The impacts of social interactions in MMORPGs on older adults’ social capital. Computers in Human Behavior, 51(6), 495–503. https://doi.org/10.1016/j.chb.2015.05.034

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.